A Kellock
Biographic Data
| ID | 40054 |
|---|---|
| NAME | A Kellock |
| GIVEN NAMES | A |
| FAMILY NAME | Kellock |
| SIGNATURE | KELLOCK A |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0003-1148-3004 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Children's well-being in the primary school: A capability approach and community psychology perspective
This qualitative research with UK primary school children reveals their own subjective perceptions of well-being. In an educational context, the development of a theoretical framework towards understanding well-being is provided by capturing the voices of children through creative and visual methods. The data enabled nine key themes to emerge which have been applied to the Capability Approach and Community Psychology. The flexible approach also p…
Whose space is it anyway? Learning about space to make space to learn
The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, …
Through the lens: Accessing children's voices in New Zealand on well‐being
This article illustrates the story of a primary school in South Auckland, New Zealand, considering the state of well‐being of its pupils. Situated in a deprived area with many people living in poverty, parts of the community caught in inter‐gang rivalry, some children consider the school environment to be a safer place to be. Elements of the early years New Zealand curriculum, Te Whaariki, the primary school curriculum and the school ethos, as we…
Whose space is it anyway? Learning about space to make space to learn
The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, …
Children's well-being in the primary school: A capability approach and community psychology perspective
This qualitative research with UK primary school children reveals their own subjective perceptions of well-being. In an educational context, the development of a theoretical framework towards understanding well-being is provided by capturing the voices of children through creative and visual methods. The data enabled nine key themes to emerge which have been applied to the Capability Approach and Community Psychology. The flexible approach also p…
Through the lens: Accessing children's voices in New Zealand on well‐being
This article illustrates the story of a primary school in South Auckland, New Zealand, considering the state of well‐being of its pupils. Situated in a deprived area with many people living in poverty, parts of the community caught in inter‐gang rivalry, some children consider the school environment to be a safer place to be. Elements of the early years New Zealand curriculum, Te Whaariki, the primary school curriculum and the school ethos, as we…
Through the lens: Accessing children's voices in New Zealand on well‐being
This article illustrates the story of a primary school in South Auckland, New Zealand, considering the state of well‐being of its pupils. Situated in a deprived area with many people living in poverty, parts of the community caught in inter‐gang rivalry, some children consider the school environment to be a safer place to be. Elements of the early years New Zealand curriculum, Te Whaariki, the primary school curriculum and the school ethos, as we…
Whose space is it anyway? Learning about space to make space to learn
The significance of the environment in which children learn has long been recognised as one of the key elements that can have an influence on the experience and success of education. Usually understood from an adult perspective, here children’s views are interpreted on the educational space that was designed for them. These perspectives are illustrated through using Lefebvre’s Triad model. This includes the perceived, conceived and lived spaces, …
Children's well-being in the primary school: A capability approach and community psychology perspective
This qualitative research with UK primary school children reveals their own subjective perceptions of well-being. In an educational context, the development of a theoretical framework towards understanding well-being is provided by capturing the voices of children through creative and visual methods. The data enabled nine key themes to emerge which have been applied to the Capability Approach and Community Psychology. The flexible approach also p…
Computer Science (2 works) · Early Childhood Education and Development (2 works) · Educational Environments and Student Outcomes (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Children's Rights and Participation (1 works) · Community Health and Development (1 works)